Child Care and Early Education Research Connections

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Explore our collection of gray research literature (e.g., publicly available reports and briefs published by government agencies, and for-profit and nonprofit organizations), peer-reviewed journal articles, survey instruments, webinars, and descriptions of projects funded by the Office of Planning, Research, and Evaluation. Learn more about the scope of our collection.

You can filter your results by keyword, date, resource type, topic, location (state in which the data were collected), grant (federally funded grant that supported the research), publisher, funder, and author. And you can indicate whether to include resources with data from all states, full text, and peer-reviewed research.

Displaying 1 - 15 out of 28 results
Schmitt Sara A., Geldhof G. John, Purpura David J., Duncan Robert J., McClelland Megan, November, 2017
Reports & Papers
Peer Reviewed
The present study explored the bidirectional and longitudinal associations between executive function (EF) and early academic skills (math and literacy) across 4 waves of measurement during the transition from preschool to kindergarten using 2…
Duncan Robert J., McClelland Megan, Acock Alan C., March/April 2017
Reports & Papers
Peer Reviewed
Children's executive function (EF) and behavioral regulation skills are robust predictors of academic success. The current study examines differential associations between measures of EF, classroom behavioral regulation, and academic achievement by…
McClelland Megan, Tominey Shauna, Schmitt Sara A., Duncan Robert J., Spring 2017
Other
Peer Reviewed
In this article, we examine the science behind SEL interventions. We start by clarifying key terms related to SEL skills and reviewing the approaches used in current early childhood SEL interventions. We discuss the theories that guide these…
Diaz Guadalupe, McClelland Megan, Thompson Karen D., Oregon School Readiness Research Consortium, March, 2017
Fact Sheets & Briefs
ELLs enter kindergarten with a range of academic, self-regulation, and linguistic skills, but there are clear discrepancies in the achievement of ELLs when compared to non-ELLs. To better understand how to support ELLs as they make the transition to…
Montroy Janelle J., Bowles Ryan P., Skibbe Lori E., McClelland Megan, Morrison Frederick J., November, 2016
Reports & Papers
Peer Reviewed
The development of early childhood self-regulation is often considered an early life marker for later life successes. Yet little longitudinal research has evaluated whether there are different trajectories of self-regulation development across…
Pratt Megan E., McClelland Megan, Swanson Jodi, Lipscomb Shannon T., Q3 2016
Reports & Papers
Peer Reviewed
With cumulative risk and latent class risk profile models, this study explored how multiple family risk factors experienced during the first three years of life predicted children's school readiness at age four, within a geographically and…
Pratt Megan E., Lipscomb Shannon T., McClelland Megan, May, 2016
Reports & Papers
Peer Reviewed
The current study examined how children's parent-reported compliance at age 3 (36 months) moderated the effects of 2 dimensions of directly observed early care and education (ECE) process quality (positivity/responsivity and cognitive stimulation)…
McClelland Megan, Wanless Shannon B., July, 2015
Other
Peer Reviewed
A special issue of the journal Early Education and Development, focusing on studies of the early development of self-regulation in samples of children from several countries
McClelland Megan, Wanless Shannon B., July, 2015
Other
Peer Reviewed
An introduction to a special issue of the journal Early Education and Development, focusing on studies of the early development of self-regulation in samples of children from several countries
Rojas-Barahona Cristian A., Forster Carla E., Moreno-Rios Sergio, McClelland Megan, July, 2015
Reports & Papers
Peer Reviewed
The present study evaluated the impact of a working memory (WM) stimulation program on the development of WM and early literacy skills (ELS) in preschoolers from socioeconomically deprived rural and urban schools in Chile. The sample consisted of…
Schmitt Sara A., Finders Jennifer K., McClelland Megan, February, 2015
Reports & Papers
Peer Reviewed
The present study investigated the direct effects of residential mobility on children's inhibitory control and academic achievement during the preschool year. It also explored fall inhibitory control and academic skills as mediators linking…
Schmitt Sara A., McClelland Megan, Tominey Shauna, Acock Alan C., Q1 2015
Reports & Papers
Peer Reviewed
The present study examined the efficacy of a self-regulation intervention for children experiencing demographic risk. Utilizing a randomized controlled design, analyses examined if children (N = 276 children in 14 Head Start classrooms; M age = 51.…
Schmitt Sara A., Pratt Megan E., McClelland Megan, July, 2014
Reports & Papers
Peer Reviewed
The current study investigated the predictive utility of teacher-rated, observed, and directly assessed behavioral self-regulation skills to academic achievement in preschoolers. Specifically, this study compared how a teacher report (the Child…
McClelland Megan, Cameron Claire E., Duncan Robert J., Bowles Ryan P., Acock Alan C., Miao Alicia, Pratt Megan E., 17 June, 2014
Reports & Papers
Peer Reviewed
Children's behavioral self-regulation and executive function (EF; including attentional or cognitive flexibility, working memory, and inhibitory control) are strong predictors of academic achievement. The present study examined the psychometric…
McClelland Megan, Love John M., Green Beth L., Squires Jane, 13 February, 2014
Other
In this document, top researchers share their thoughts on Oregon's kindergarten assessment in the following areas: assessment domains, assessment instruments, and the assessment process.